校内で行う自主研修が生徒指導に対する自己効力感と情緒的消耗感に与える影響 : ソーシャルサポートとの関連に注目して

Effects of in-school training on self-efficacy and emotional exhaustion in student guidance: Focus on social support

YAMASHITA Naoya

YAMASAKI Akane

教職開発研究

Journal of Professional Development for Teachers and School Leaders

[PISSN] 2433-8664

[NCID] AA12860624

This study examines the impact of teachers’ participation in in-school training on their self-efficacy and emotional exhaustion. The training focused on social support and was conducted six times, incorporating both instrumental and emotional support. The changes in teachers were examined through open-ended questionnaires and semi-structured interviews from theoretical descriptions derived from SCAT analysis. The results revealed the following: First, training in understanding students that provided 30 minutes of social support had the potential to increase teachers’ self-efficacy and was an effective support measure for reducing feelings of emotional exhaustion. Second, increased opportunities for teachers to interact with each other led to the formation of relationships among them, and the daily social support provided to teachers increased the likelihood that they would be able to work with each other. Second, we inferred that increased opportunities for interaction lead to the formation of relationships among teachers, and increased provision of social support on a daily basis reduces the sense of emotional exhaustion by increasing psychological safety.

Burnout

Social Support

Self-Efficacy

Student Guidance

バーンアウト

ソーシャルサポート

自己効力感

生徒指導

jpn

広島大学大学院人間社会科学研究科教職開発専攻

Hiroshima University Professional Graduate School for Teacher Education

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